The effect of synchronous and asynchronous computer-mediated communication (CMC) on EFL learners' pragmatic competence

2019 ◽  
Vol 92 ◽  
pp. 169-177 ◽  
Author(s):  
Zahra Fakher Ajabshir
Keyword(s):  
Computer Mediated Communication ◽  
Pragmatic Competence ◽  
Mediated Communication ◽  
Efl Learners ◽  
Computer Mediated

L2 Chinese learners’ pragmatic developmental patterns in data-driven instruction and computer-mediated communication (CMC)

2019 ◽  
Vol 1 (2) ◽  
pp. 154-183 ◽  
Author(s):  
Qiong Li
Keyword(s):  
Computer Mediated Communication ◽  
Data Driven ◽  
Pragmatic Competence ◽  
Mediated Communication ◽  
Final Particle ◽  
Developmental Patterns ◽  
Data Driven Instruction ◽  
Computer Mediated ◽  
Chinese Learners ◽  
L2 Chinese

Abstract This study examined second language (L2) Chinese learners’ developmental patterns of pragmatic competence in two computer-mediated communication (CMC) conditions: (1) CMC with data-driven instruction embedded in the course of CMC and (2) CMC without data-driven instruction. Learners’ pragmatic competence was operationalized as their ability to use a Chinese sentence final particle (SFP) ne during CMC with a native speaker partner. The study investigated: (1) whether learners (as a group) developed their use of ne over time in the two CMC conditions, and (2) how individual learners changed their use of ne (if any) in the two conditions. The quantitative analysis (token and type frequency of ne) revealed that CMC itself did not promote learners’ use of ne. However, it promoted learners’ production of ne when data-driven instruction was incorporated into CMC. Supporting the quantitative findings, the qualitative analysis showed that one learner in the CMC with data-driven instruction outperformed his counterpart in the CMC without data-driven instruction group in the diverse use of ne.

The Nature of ‘Talk’ in Synchronous Computer-Mediated Communication in a Vietnamese Tertiary EFL Context

2012 ◽  
pp. 89-112
Author(s):  
Long V. Nguyen ◽  
Cynthia White
Keyword(s):  
Computer Mediated Communication ◽  
Group Processes ◽  
Mediated Communication ◽  
Efl Learners ◽  
Online Groups ◽  
Face To Face ◽  
Computer Mediated ◽  
Central Vietnam ◽  
First Time ◽  
Level Of Analysis

This classroom-based research aims to investigate the nature and quality of talk in synchronous computer-mediated communication (SCMC) among Vietnamese tertiary EFL learners. Participants included 60 students in their sixth semester of an eight-semester BA in TESOL program in a large university in Central Vietnam. Using a sociocultural lens, the nature of discussion was compared in two modes of exchanges, SCMC versus face-to-face (FTF), through analysis of discussion transcripts supported by questionnaire data, interviews and observations. The first level of analysis, participation, revealed that the online students, collaborating in an academic task for the first time via SCMC, produced fewer words, but spent more time, during the discussion process. More equal contribution was a marked feature of the SCMC mode. For the second level of analysis examining the interactional nature and pattern of discussion, transcripts were analyzed according to socioaffective, organizational and sociocognitive themes, and their emergent subcategories. Clear differences were evident between the two settings regarding group processes, leadership, negotiation and consensus. It is argued that for these tertiary Vietnamese EFL learners, the FTF groups were more product-oriented in the discussion task, while the online groups presented a more process-oriented style of learning.

The multiple roles of the task design mediator in telecollaboration

ReCALL ◽  
2017 ◽  
Vol 29 (3) ◽  
pp. 239-256 ◽  
Author(s):  
Carolin Fuchs ◽  
Bill Snyder ◽  
Bruce Tung ◽  
Yu Jung Han
Keyword(s):  
Student Teachers ◽  
Novice Teacher ◽  
Computer Mediated Communication ◽  
Task Design ◽  
Three Dimensions ◽  
Mediated Communication ◽  
Efl Learners ◽  
Computer Mediated ◽  
The Usa

AbstractThis case study explores how a Chinese-American novice teacher acted as mediator in a telecollaboration with student teacher (ST) peers in the USA who designed tasks for his English as a foreign language (EFL) learners in China. The novice teacher was instrumental in mediating the student teachers’ task design process by providing feedback regarding technological and institutional constraints, and the nuances of his target student population. He appropriated and adapted the tasks to make them relevant for his EFL learners. Against the backdrop of the three dimensions of professional capital – human, social, and decisional – the research questions explored how the novice teacher used the different types of knowledge of context (pedagogical, institutional, technical) in relation to task design, and his perception of his role as mediator. Within a sociocultural framework for telecollaboration studies, this exploratory case study shares characteristics of ethnography, action research, and narrative inquiry. Data triangulation included text-based computer-mediated communication (CMC) data (Google Groups, emails), a narrative written by the novice teacher, and a semi-structured, reflective Skype interview with him. The findings indicate that he demonstrated high commitment, thorough preparation, continuous reflection, and development while navigating between his different roles of mediator, assessor, implementer, and field observer.

EFL Teacher's and Learners' Perspectives Towards ATODJ

2014 ◽  
Vol 4 (2) ◽  
pp. 29-45 ◽  
Author(s):  
Elahe Moladoust
Keyword(s):  
Language Learning ◽  
Computer Mediated Communication ◽  
Dialogue Journals ◽  
Mediated Communication ◽  
Efl Learners ◽  
Mobile Assisted Language Learning ◽  
Computer Mediated ◽  
Efl Teachers ◽  
Teachers And Students ◽  
Qualitative Part

This study investigated EFL teachers' and students' perspectives towards Audiotaped Oral Dialogue Journals (ATODJs), as a computer-mediated communication (CMC) and a Mobile-assisted language learning (MALL) task. The data came from 202 entries of ATODJs, gathered from15 female Iranian intermediate EFL learners. Teachers and students' evaluations of the whole program comprised of the qualitative part of the research. The results revealed that the majority of the participants found ATDOJs helpful. The strengths, weaknesses, and the challenges of ATODJs from the teacher's and the participants' viewpoints were discussed. Based on the results of the present study, it is highly recommended that EFL teachers and materials developers incorporate ATODJ tasks in the curriculum.

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